Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and g...

Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and g...

The phenomenon of how tests influence teaching and learning is commonly described as “wash back” in language instruction.  Literature indicates that wash back effect is a complex concept that becomes even more complicated under different interpretations of the wash back phenomenon in teaching and learning. In the present study, some definitions of wash back and its two major types were introduc...

An approach to student modelling is presented where learners build their own student models. A more accurate model may thereby be obtained, and learners may reflect on their beliefs while constructing their model. The diyM system is illustrated in four environments: two collaborative student modelling systems, and two learner modelling systems with peer interaction as their focus.

Evidence shows that the font size of study items significantly influences judgments of learning (JOLs) and that people's JOLs are generally higher for larger words than for smaller words. Previous studies have suggested that font size influences JOLs in a belief-based way. However, few studies have directly examined how much people's beliefs contribute to the font-size effect in JOLs. This stud...

The present study investigated the relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL learners majoring in English participated in this study. Three instruments, the Michigan Test of English Language Proficiency (MTELP), Beliefs about Language Learning Inventory (BALLI), and the Strategy Inventor...

This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and m...